4 research outputs found
Implementasi Model PBL (Problem Based Learning) Untuk Meningkatkan Hasil Belajar Siswa di SMPN 5 Batukliang
No full textProblem Based Learning Model emphasize student to improve student problem solving skills so that student’ learning achievement can enchance. The objective of this research was to improve student’ learning achievement through problem based learning model. The method which was applied in this research is eksperiment research. It. The results were obtained several findings, namely: student’ mastery was 63,16% in class control and 85% in class eksperiment. Based on the results of this eksperient can be concluded that implementation of problem based learning model was good to improve student’s learning achievement
Development of Case-Based Learning Device with Cognitive Conflict Strategies to Improve the Critical Thinking Ability of Prospective Teacher Students
No full textThis study aimed to develop and evaluate a Case-Based Learning (CBL) device incorporating cognitive conflict strategies to enhance the critical thinking abilities of prospective teacher students, a response to the global competitiveness challenge faced by Indonesian education. Through a methodological lens of research and development, the study meticulously validated a suite of educational devices, including lesson plans, student worksheets, teaching materials, and instruments designed to test critical thinking abilities. Additionally, the research scrutinized the practicality of these devices in actual classroom settings, ensuring their applicability in real-world educational environments. The findings from this comprehensive analysis revealed that the CBL device not only met the criteria for validity and reliability but also demonstrated significant practicality, as evidenced by its seamless integration and consistent application in classroom scenarios. A pivotal aspect of the study was the quantifiable enhancement in the critical thinking capabilities of the students involved, which was rigorously assessed through pretest and posttest measures. These assessments, underpinned by substantial effect sizes obtained via paired t-test analyses, highlighted a marked improvement in the critical thinking skills of the prospective teachers. The empirical evidence garnered through this research underscores the transformative potential of the CBL device, advocating for its widespread adoption in teacher education programs. The study posits that such an innovative educational device is quintessential for equipping future educators with the necessary skills to navigate and contribute effectively to the 21st-century educational landscape, thereby responding adeptly to the evolving demands of global educational competitiveness
Development of the Test Instrument for Measuring Students' Critical Thinking Abilities on Fluid Material
No full textThis study aimed to develop a test instrument to measure students' critical thinking skills on fluid material. Characteristics of the instrument and its validity estimation are also described. This research and development study employed five stages of research, namely information collecting (literature review and preparation of the subject matter), planning (defining and formulating objectives), developing preliminary form of the test instrument, preliminary field testing (expert validation), and main product revision (in accordance with the recommendations in the preliminary field testing). The content and construct validity were estimated by expert validation. Results of the instrument validation showed average scores for each component (content validity index of 4.63 and construct validity of 4.75), both of which are in the very valid category. The final result of the instrument validation is 4.69 (very valid if: Va > 4.21), with 98.7% reliability. Description of the study result is presented further in this article
Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills
No full textAdequate pedagogical infrastructure is necessary to continue honing critical thinking skills in preservice science teachers (PSTs), given their central role in training future science students. In the classroom routine of science teaching, inquiry is embedded as a process of teaching how to think, but it is not robust enough to develop the critical thinking. This study investigate examines the reflective process in scientific inquiry and evaluate its impact on the critical thinking skills of PSTs. The study employed a mixed methods approach (quantitative and qualitative) by grouping participants into experimental and control. Quantitative data demonstrated that reflective process significantly enhanced the critical thinking skill performance, much better than the traditional teaching used as the control. The qualitative analysis based on interviews with the lecturers revealed that the reflective processes was highly effective in aligning with students’ situational interests in various academic environments. It captured their attention, making the learning process enjoyable and engaging, and was considered important and valuable by the PSTs. It ultimately enhanced the critical thinking skills and a deepened the understanding of the subject matter. These findings establish the importance of reflective practices in scientific inquiry, proving valuable in optimizing teaching and learning processes and fostering professional growth
